Academic literature on the topic 'Institutional safe space'
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Journal articles on the topic "Institutional safe space"
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Zetterstrom-Sharp, Johanna, and Chris Wingfield. "A "Safe Space" to Debate Colonial Legacy." Museum Worlds 7, no. 1 (July 1, 2019): 1–22. http://dx.doi.org/10.3167/armw.2019.070102.
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In February 2016, students at Jesus College, Cambridge voted unanimously to repatriate to Nigeria a bronze cockerel looted during the violent British expedition into Benin City in 1897. The college, however, decided to temporarily relocate Okukor to the University’s Museum of Archaeology and Anthropology. This article outlines the discussions that occurred during this process, exploring how the Museum was positioned as a safe space in which uncomfortable colonial legacies, including institutionalized racism and cultural patrimony rights, could be debated. We explore how a stated commitment to postcolonial dialogue ultimately worked to circumvent a call for postcolonial action. Drawing on Ann Stoler’s and Elizabeth Edwards’s discussions of colonial aphasia, this article argues that anthropology museums risk enabling such circumvention despite confronting their own institutional colonial legacies.
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McGrath, Laura, Steven D. Brown, Ava Kanyeredzi, Paula Reavey, and Ian Tucker. "Peripheral recovery: ‘Keeping safe’ and ‘keep progressing’ as contradictory modes of ordering in a forensic psychiatric unit." Environment and Planning D: Society and Space 39, no. 4 (May 26, 2021): 704–21. http://dx.doi.org/10.1177/02637758211013032.
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Sitting between the psychiatric and criminal justice systems, and yet fully located in neither, forensic psychiatric units are complex spaces. Both a therapeutic landscape and a carceral space, forensic services must try to balance the demands of therapy and security, or recovery and risk, within the confines of a strictly controlled institutional space. This article draws on qualitative material collected in a large forensic psychiatric unit in the UK, comprising 20 staff interviews and 20 photo production interviews with patients. We use John Law’s ‘modes of ordering’ to explore how the materials, relations and spaces are mobilised in everyday processes of living and working on the unit. We identify two ‘modes of ordering’: ‘keeping safe’, which we argue tends towards empty, stultified and static spaces; and ‘keep progressing’ which instead requires filling, enriching and ingraining spaces. We discuss ways in which tensions between these modes of ordering are resolved in the unit, noting a spatial hierarchy which prioritises ‘keeping safe’, thus limiting the institutional capacity for engendering progress and change. The empirical material is discussed in relation to the institutional and carceral geography literatures with a particular focus on mobilities.
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Dania, Maya, Wanwalee Inpin, Reni Juwitasari, Yuki Miyake, Yukiko Takeuchi, and Takayoshi Maki. "The Production of Safety School Space from Climate Disasters in Doi Mae Salong Forest, Upland Northern Thailand." Forest and Society 6, no. 2 (November 14, 2022): 763–88. http://dx.doi.org/10.24259/fs.v6i2.20739.
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This research is conducted in Santikhiri, a hilltop village on the highest peak in the Doi Mae Salong forest, where climate change increases the intensity and frequency of natural disasters that immensely affect the local children in the mountainous area in Chiang Rai province, northern Thailand. There is only one secondary-level school in this forest landscape educating around 900 schoolchildren from various minority hill-tribe ethnic groups. This paper examines everyday life experiences recentering the village school's role as the producer of safe space for the forest children from climate disasters. School safety is a global framework for recognizing the importance of child-centered efforts in building disaster resilience for the education sector. Parameters and variables used to measure the disaster resilience of schools are adapted from the Climate Resilience Model and School Safety Model by Tong et al. (2012), covering three dimensions: 1) institutional issues, 2) physical conditions, and 3) external relationships. Lefebvre's Spatial Triad Framework is applied to dialectically interconnect dimensions to produce a safe space at the village school to protect the students from climate disaster threats. A mix-method method is applied with several techniques to collect data, including participant observation, semi-structured interviews, and content analysis. Furthermore, a scale Likert survey examined statements on school safety from educational practitioners in the rural forest area. The research argues that the production of safe space at the school is intertwined with budget allocation for disaster preparedness and response (institutional issue as l'espace concu), environmental protection campaign to create a hygienic school environment (physical conditions as l'espace percu), and support from the local community (external relations as l'espace vecu). However, the school is also two contradicting spaces of conceived and lived. Through the critical examination of the production of safe space, the school is a planned space of hierarchical power relations in institutional issues focusing on impacts from rapid-onset disasters. Concurrently, the forest children are still marginalized from external relationships and natural conditions' slow-onset climate change impacts.
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Callan, Eamonn. "Education in Safe and Unsafe Spaces." Philosophical Inquiry in Education 24, no. 1 (July 15, 2020): 64–78. http://dx.doi.org/10.7202/1070555ar.
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Recent student demands within the academy for "safe space" have aroused concern about the constraints they might impose on free speech and academic freedom. There are as many kinds of safety as there are threats to the things that human beings might care about. That is why we need to be very clear about the specific threats of which the intended beneficiaries of safe space are supposed to be relieved. Much of the controversy can be dissolved by distinguishing between "dignity safety," to which everyone has a right, and "intellectual safety" of a kind that is repugnant to the education worth having. Psychological literature on stereotype threat and the interventions that alleviate its adverse effects shed light on how students’ equal dignity can be made safe in institutions without compromising liberty. But "intellectual safety" in education can only be conferred at the cost of indulging close-mindedness and allied vices. Tension between securing dignity safety and creating a fittingly unsafe intellectual environment can be eased when teaching and institutional ethos promote the virtue of civility. Race is used throughout the article as the example of a social category that can spur legitimate demands for "dignity safe space."
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Kulish, Inna. "Problems of institutional support of environmentally safe management of soils in Ukraine." Socio-Economic Problems of the Modern Period of Ukraine, no. 4(144) (2020): 42–49. http://dx.doi.org/10.36818/2071-4653-2020-4-6.
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A number of problems of ecologically safe management of soils in Ukraine are revealed. A significant decrease in capital investment and current expenditures on environmental protection and the lack of information on soil protection expenditures has been detected in recent years. The paper shows that in 2015, the forms of state statistical reporting of Ukraine were eliminated, while they contained such important land use indicators as reclamation, drainage, restoration, etc. The implementation of state plans for the development and adoption of regulatory legal acts in the land management in Ukraine was traced and the adoption of the developed bills was determined to have been proceeding very slowly. The powers of central and regional government bodies and local government bodies in the area of soil fertility preservation were analyzed. The control of the State Service of Ukraine on Geodesy, Cartography and Cadaster over changes in indicators of the qualitative state of soils is determined to be problematic due to the lack of specialized laboratories in the regional departments. The paper shows that agrochemical certification of agricultural lands is carried out at a low rate, and this, in connection with the beginning of the functioning of the land market in Ukraine, is unacceptable. The paper reveals that cartograms of the qualitative state of soils were developed for almost half of the agricultural land and are already outdated. The statistical information about the environment of Ukraine in terms of soil protection is reduced to the amount of fertilizers applied and the use of pesticides, and is relevant only for a part of enterprises that use a certain area of agricultural land. The low level of cooperation between the European Commission and the State Space Agency of Ukraine in the use of the capabilities of the Copernicus program is revealed.
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Embrick, David G., Simón Weffer, and Silvia Dómínguez. "White sanctuaries: race and place in art museums." International Journal of Sociology and Social Policy 39, no. 11/12 (October 14, 2019): 995–1009. http://dx.doi.org/10.1108/ijssp-11-2018-0186.
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Purpose This paper examines the Art Institute of Chicago – a nationally recognized museum – as a white sanctuary, i.e., a white institutional space within a racialized social system that serves to reassure whites of their dominant position in society. The purpose of this paper is to highlight how museums create and maintain white spaces within the greater context of being an institution for the general public. Design/methodology/approach The empirical analysis of this study is based on collaborative ethnographic data collected over a three-year period of time conducted by the first two authors, and consists of hundreds of photos and hundreds of hours of participant observations and field notes. The data are analyzed using descriptive methods and content analyses. Findings The findings highlight three specific racial mechanisms that speak to how white spaces are created, recreated and maintained within nationally and internationally elite museums: spatiality, the policing of space, and the management of access. Research limitations/implications Sociological research on how white spaces are maintained in racialized organizations is limited. This paper extends to museums’ institutional role in maintaining white supremacy, as white sanctuaries. Originality/value This paper adds to the existing literature on race, place and space by highlighting three specific racial mechanisms in museum institutions that help to maintain white supremacy, white normality(ies), and serve to facilitate a reassurance to whites’ anxieties, fears and fragilities about their group position in society – that which helps to preserve their psychological wages of whiteness in safe white spaces.
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Taylor-Leech, Kerry, and Eseta Tualaulelei. "Knowing Who You Are: Heritage Language, Identity and Safe Space in a Bilingual Kindergarten." TESOL in Context 30, no. 1 (November 30, 2021): 63–83. http://dx.doi.org/10.21153/tesol2021vol30no1art1581.
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Evidence shows that when young children’s diverse language heritages are valued and supported, there are benefits for their linguistic and conceptual development, their sense of identity and their learning. However, there are few early learning settings in Australia which nurture young children’s bilingual repertoires. And, while it is well established that early childhood is a critical period for first and second language acquisition, there is a lack of empirical research available on children’s bilingual development in institutional early childhood education and care. Against this backdrop, our article reports on a study of a bilingual Samoan community kindergarten (a’oga amata) in southeast Queensland. In this paper, we focus on how the a’oga amata supported the maintenance of the children’s heritage language and culture. We explore language use in the a’oga amata, the cultural values underpinning the educators’ practices, and the positive responses of the children and parents in the study. We also examine the constraints on the community leaders and educators’ efforts to create an authentic bilingual experience in this English-dominant environment. Finally, we revisit the notion of safe spaces for young bilingual learners (Conteh & Brock, 2011) and rearticulate the need for clear language policies that support heritage language education.
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Taylor-Leech, Kerry, and Eseta Tualaulelei. "Knowing Who You Are: Heritage Language, Identity and Safe Space in a Bilingual Kindergarten." TESOL in Context 30, no. 1 (November 30, 2021): 63–83. http://dx.doi.org/10.21153/tesol2021vol30no1art1581.
Full textAbstract:
Evidence shows that when young children’s diverse language heritages are valued and supported, there are benefits for their linguistic and conceptual development, their sense of identity and their learning. However, there are few early learning settings in Australia which nurture young children’s bilingual repertoires. And, while it is well established that early childhood is a critical period for first and second language acquisition, there is a lack of empirical research available on children’s bilingual development in institutional early childhood education and care. Against this backdrop, our article reports on a study of a bilingual Samoan community kindergarten (a’oga amata) in southeast Queensland. In this paper, we focus on how the a’oga amata supported the maintenance of the children’s heritage language and culture. We explore language use in the a’oga amata, the cultural values underpinning the educators’ practices, and the positive responses of the children and parents in the study. We also examine the constraints on the community leaders and educators’ efforts to create an authentic bilingual experience in this English-dominant environment. Finally, we revisit the notion of safe spaces for young bilingual learners (Conteh & Brock, 2011) and rearticulate the need for clear language policies that support heritage language education.
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Neale, Joanne, and Caral Stevenson. "A Qualitative Exploration of the Spatial Needs of Homeless Drug Users Living in Hostels and Night Shelters." Social Policy and Society 12, no. 4 (May 23, 2013): 533–46. http://dx.doi.org/10.1017/s1474746413000195.
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Qualitative data were deployed to explore the spatial needs of homeless drug users staying in hostels and night shelters. Findings indicated that Fitzpatrick and LaGory's four categories of spatial need (‘privacy’, ‘personal space’, ‘social interaction’, ‘safe and defensible spaces’) all had good analytical purchase. However, three further need categories (‘institutional support’, ‘amenities and standards’, ‘spatiotemporal structures and boundaries’) were identified. While hostels and night shelters met the spatial needs of some homeless drug users, there was considerable scope for improvement; indeed, failure to meet spatial needs could result in increased drug use, risky injecting practices, worsening health and a return to the streets. Our seven-fold categorisation of spatial needs requires further empirical study but could potentially inform other place-based approaches to health.
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Taylor, Sam, Helen Leigh-Phippard, and Alec Grant. "Writing for recovery: a practice development project for mental health service users, carers and survivors." International Practice Development Journal 4, no. 1 (May 12, 2014): 1–13. http://dx.doi.org/10.19043/ipdj.41.005.
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Background: This paper discusses a writing for recovery narrative practice development project based on Deleuzian theoretical principles. Creative writing was based on a formulation of ‘recovery’ as transcending the social invalidation, discrimination and abusive effects of institutional psychiatry. Aims and objectives: To provide a safe space for participants to explore the creative writing process To reduce participants’ anxieties about creative writing To enable a supportive environment to explore and discover individual writing voices To help participants work towards recovery and personal and social meaning through creativewriting Methods: By drawing on principles from the humanities and the use of creative writing techniques we were able to harness the individual and collective creative writing process. The aim was to facilitate the development of individual and group re-storying recovery identities, removed from perceived or actual institutional mental health expectations. Results: The principal output from the group was the publication of an anthology of participants’ work. New friendships were made in a community of recovery writers in the process of re-storying identities, and there was evidence of growth in participants’ self- and social confidence, supported by testimony from their significant others. Conclusions: Recovery community resilience and individual self-confidence can be developed through the medium of creative writing. It enables participants to explore and develop new, more viable identities in a safe space, sharing and working through experiences of social injustice, anger, fear and betrayal. Implications for practice: A rejection of values-based or evidence-based practice allows for a revised understanding ofrecovery, paving the way for narrative-based approaches As a model of such a revised understanding, Writing for Recovery enables participants to explorenew, more viable identities and come to terms with traumatic past events A challenge for mental health staff embracing Writing for Recovery is to acknowledge that onestrand of participants’ traumatic past is institutional psychiatric treatment
Dissertations / Theses on the topic "Institutional safe space"
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Shin, Hwayeon Helene, and helene shin@abs gov au. "Institutional safe space and shame management in workplace bullying." The Australian National University. Research School of Social Sciences, 2006. http://thesis.anu.edu.au./public/adt-ANU20061114.142503.
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This study addresses the question of how an individuals perception of the
safety of his or her institutional space impacts on shame management
skills. Shame has been widely recognised as a core emotion that can readily
take the form of anger and violence in interpersonal relationships if it is
unresolved. When shame is not acknowledged properly, feelings of shame
build up and lead to shame-rage spirals that break down social bonds
between people. Some might consider the total avoidance of shame
experiences as a way to cut the link between shame and violence. However,
there is a reason why we cannot just discard the experience of shame. Shame
is a self-regulatory emotion (Braithwaite, 1989, 2002; Ahmed et al., 2001).
If one feels shame over wrongdoing, one is less likely to re-offend in the
future. That is to say, shame is a destructive emotion on the one hand in
the way it can destroy our social bonds, but on the other hand, it is a
moral emotion that reflects capacity to regulate each other and ourselves.
This paradoxical nature of shame gives rise to the necessity of managing
shame in a socially adaptive way. A group of scholars in the field of shame
has argued that institutions can be designed in such a way that they create
safe space that allows people to feel shame and manage shame without its
adverse consequences (Ahmed et al., 2001). This means that people would
feel safe to acknowledge shame and accept the consequences of their actions
without fear of stigmatisation or the disruption of social bonds. Without
fear, there would be less likelihood of displacing shame, that is, blaming
others and expressing shame as anger towards others. The context adopted
for empirically examining shame management in this study is workplace
bullying. Bullying has become a dangerous phenomenon in our workplace that
imposes significant costs on employers, employees, their families and
industries as a whole (Einarsen et al., 2003a). Teachers belong to a
professional group that is reputed to be seriously affected by bullying at
work. Teachers from Australia and Korea completed self-report
questionnaires anonymously. Three shame management styles were identified:
shame acknowledgement, shame displacement and (shame) withdrawal. The
likely strengths of these shame management styles were investigated in
terms of three factors postulated as contributions to institutional safe
space: that is, 1) cultural value orientations, 2) the salience of
workgroup identity, and 3) problem resolution practices at work. The
present thesis suggests that further consideration should be given to
institutional interventions that support and maintain institutional safe
space and that encourage shame acknowledgement, while dampening the adverse
effect of defensive shame management. The evidence presented in this thesis
is a first step in demonstrating that institutional safe space and shame
management skills are empirically measurable, are relevant in other
cultural contexts and address issues that are at the heart of the human
condition everywhere........ [For the full Abstract, see the PDF files
below]
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Shin, Hwayeon Helene. "Institutional safe space and shame management in workplace bullying /." View thesis entry in Australian Digital Thesis Program, 2005. http://thesis.anu.edu.au/public/adt-ANU20061114.142503/index.html.
Full text
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Uiterwijk, Winkel Siena. "THE ROLE OF SECURITY IN EDUCATIONAL INSTITUTIONS TO PREVENT CHILD RECRUITMENT : A QUANTITATIVE STUDY ON COLOMBIA." Thesis, Uppsala universitet, Institutionen för freds- och konfliktforskning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353681.
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A relatively new academic field, a highly increasing phenomenon: the recruitment of children in armed groups. Previous research has highlighted the importance of education in the prevention of child recruitment. However, I argue that the already established negative relationship between education and child recruitment is incomplete as education can also positively affect child recruitment. Therefore, it is important to look under which circumstances education decreases the likelihood of child recruitment. No previous research has systematically introduced a theory of the security field into the educational research field while explaining the phenomena of child recruitment. This thesis argues that the security provision in an educational institution is of importance, as a safe learning space can prevent child recruitment through deterrence and empowerment. Using data on Colombian municipalities in 2016, this research aims to statistically investigate the role of security in an educational institution in decreasing the likelihood of child recruitment. This thesis finds that when controlling for displacement, presence of armed groups, poverty, population and rurality, the unexpected outcome that the presence of safe learning spaces, measured through boarding schools, is positively correlated with child recruitment.
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Shin, Hwayeon Helene. "Institutional safe space and shame management in workplace bullying." Phd thesis, 2005. http://hdl.handle.net/1885/48189.
Full textAbstract:
This study addresses the question of how an individual’s perception of the safety of his or her institutional space impacts on shame management skills. Shame has been widely recognised as a core emotion that can readily take the form of anger and violence in interpersonal relationships if it is unresolved. When shame is not acknowledged properly, feelings of shame build up and lead to shame-rage spirals that break down social bonds between people. ¶ Some might consider the total avoidance of shame experiences as a way to cut the link between shame and violence. However, there is a reason why we cannot just discard the experience of shame. Shame is a self-regulatory emotion (Braithwaite, 1989, 2002; Ahmed et al., 2001). If one feels shame over wrongdoing, one is less likely to re-offend in the future. That is to say, shame is a destructive emotion on the one hand in the way it can destroy our social bonds, but on the other hand, it is a moral emotion that reflects capacity to regulate each other and ourselves. This paradoxical nature of shame gives rise to the necessity of managing shame in a socially adaptive way. ¶ ... The present thesis suggests that further consideration should be given to institutional interventions that support and maintain institutional safe space and that encourage shame acknowledgement, while dampening the adverse effect of defensive shame management. The evidence presented in this thesis is a first step in demonstrating that institutional safe space and shame management skills are empirically measurable, are relevant in other cultural contexts and address issues that are at the heart of the human condition everywhere
Books on the topic "Institutional safe space"
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Avilez, GerShun. Black Queer Freedom. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043376.001.0001.
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In this book, GerShun Avilez argues that queerness, here meaning same-sex desire and gender nonconformity, introduces the threat of injury and that artists throughout the Black diaspora use queer desire to negotiate spaces of injury. The space of injury does not necessarily pertain to a particular architecture or location; it concerns the perception and engagement of a body. Black queer bodies are perceived as social threats, and this perception results in threats (physical, psychological, socioeconomic) against these bodies. The space of injury describes the potential threat to queer bodies that lingers throughout the social world. Attending to such threats and challenging them constitute defining elements in Black queer artists’ work. In each of the two parts to the book, the author examines how perceptions of the Black queer body in different environments create uncertainty for that body and make it a contested space because of racial and sexual meaning. Part 1 focuses on movement through public space (through streets and across borders) and on how state-backed interruptions seek to inhibit queer bodies. Part 2 explores movement through institutional spaces (prisons and hospitals), which seek to expose the queer body to make it vulnerable to control. Ultimately, the book insists that desire and artistic production function as means to queer freedom when actual policies and legislation fail to ensure civic rights and social mobility.
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Saranakumar, Dr AR, Megha Ojha, Dr Malkar Vinod, and Dr D. Baskaran. Digital Innovation, Transformation and Disruption of Higher Education. SVDES BOOK SERIES, Delhi, 2022. http://dx.doi.org/10.52458/9789391842468.2022.eb.
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The theme of this book “Digital Innovation, Transformation and Disruption of Higher Education" was chosen due to its relevance in the global digitalized world. Digital transformation is the process of using digital technologies to create new — or modify existing — business processes, culture, and customer experiences to meet changing business and market requirements. This reimagining of business in the digital age is digital transformation. Digital transformation is the integration of digital technology into all areas of a business, fundamentally changing how you operate and deliver value to customers. It's also a cultural change that requires organizations to continually challenge the status quo, experiment, and get comfortable with failure. Technology has the potential to revolutionize the traditional teaching and learning process. It can eliminate the barriers to education imposed by space and time and dramatically expand access to lifelong learning. Students no longer have to meet in the same place at the same time to learn together from an instructor. Digital transformation in higher education refers to an organizational change realized by means of digital technologies and business models with the aim to improve an institution's operational performance. The book encompasses chapters with research-based perspectives in the area of digital innovations & related fields. The book can be read as a compendium of readings of digitization of higher education institutions, business and industry. We editors offer heartfelt thanks to all contributors for their valuable research incorporated in this edited book as a chapter.
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Greenberg, Jessica. Jurisdiction, Politics, and Truth-Making. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198795582.003.0020.
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This chapter suggests that the authority framework allows one to see resonances across seemingly disparate spaces and thus to participate in a shared project for understanding important international institutions. At the same time, by focusing on degrees of authority, one can also speak to the specificities of people’s experiences and encounters with justice. In this spirit of interdisciplinary and comparative methods, the chapter takes the categories of analysis that emerge from the authority framework and puts them into conversation with some key categories in legal anthropology. In so doing, it offers some points of connectivity and conversation across different, but overlapping, disciplinary questions.
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Barsky, Robert F. Noam Chomsky. The MIT Press, 1997. http://dx.doi.org/10.7551/mitpress/5028.001.0001.
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This biography describes the intellectual and political milieus that helped shape Noam Chomsky, a pivotal figure in contemporary linguistics, politics, cognitive psychology, and philosophy. It also presents an engaging political history of the last several decades, including such events as the Spanish Civil War, the dropping of atomic bombs on Hiroshima and Nagasaki, and the march on the Pentagon to protest the Vietnam War. The book highlights Chomsky's views on the uses and misuses of the university as an institution, his assessment of useful political engagement, and his doubts about postmodernism. Because Chomsky is given ample space to articulate his views on many of the major issues relating to his work, both linguistic and political, this book reads like the autobiography that Chomsky says he will never write. Barsky's account reveals the remarkable consistency in Chomsky's interests and principles over the course of his life. The book contains well-placed excerpts from Chomsky's published writings and unpublished correspondence, including the author's own years-long correspondence with Chomsky. *Not for sale in Canada
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Caslin, Samantha. Save the Womanhood! Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9781786941251.001.0001.
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Save the Womanhood examines twentieth-century anxieties about promiscuity and prostitution, and the efforts of social purists to ‘save’ working-class women from themselves. Offering an historical analysis of concerns about women’s interactions with urban space beyond London, the book notes that the pioneering work of women philanthropists and women police patrollers in Liverpool often ran counter to the ambitions and liberties of other women who travelled through the city in search of work and adventure. National debates about the efficacy of solicitation laws, fears about ‘white slavery’ and concerns about changing sexual practices and new consumer cultures gave women street patrollers in Liverpool greater opportunity to justify their own forms of ‘respectable’ public womanhood. For much of the twentieth century, these women patrollers networked with other agencies to enact a powerful form of moral surveillance on the streets. Yet the book also notes that the post-war decline of social purity organizations did not mean that their ideas about the need to monitor female morality went away. The book argues that when female-run, local organizations concerned about immorality went into decline in the post-war years, it was because official institutions and local law enforcement had increasingly taken up their cause. As such, this is a history that also speaks to contemporary debates about the criminalization of sex workers by showing how laws against solicitation have been historically intertwined with moral judgement of women’s sexual practices.
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Schmeink, Lars. The Utopian, the Dystopian, and the Heroic Deeds of One. Liverpool University Press, 2017. http://dx.doi.org/10.5949/liverpool/9781781383766.003.0006.
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Chapter 6 discusses the TV series Heroes as more optimistic in its depiction of the social consequences of posthuman evolution than the other texts analyzed. The show's premise of posthumanity as a result of evolutionary mutation reflects radical changes in subjectivity not onto an elite few, as in classic superhero narratives, but onto the everyday man. The series consequently emphasizes the potential of the posthuman condition as a catalyst for global social and political change – a solution to the 'big issues' that elude the current institutions of power. The posthuman becomes the site of struggle over the potential changes to the future, in effect over the concept of utopia. In contrasting dystopian futures with the present possibility of change through posthumanity, the show allows a utopian space to emerge, in which global issues such as the war on terror can be solved and attacks such as those on 9/11 could be prevented. In this, Heroes returns to humanist notions and concepts of history as events shaped by exceptional individuals, while at the same time complicating them with communal images of a cooperative and interconnected posthuman subjectivity.
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Rosenberg, Michael, and Aslı Erim-Özdoğan. The Neolithic in Southeastern Anatolia. Edited by Gregory McMahon and Sharon Steadman. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195376142.013.0006.
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This article presents data on Neolithic sites in southeastern Anatolia, where, as elsewhere in southwestern Asia, the changes attendant on the Neolithic, while revolutionary in their consequences for the evolution of human cultural and social systems, were gradual. In the Early Aceramic we see the development of sedentary communities based on important economic changes, but ones that still retain major elements of the earlier hunter-gatherer, egalitarian social system. However, those elements are now buttressed with institutions (e.g., general-purpose public buildings, feasting) that permit the now somewhat larger communities to remain intact on a long-term basis and to act as a whole. In the Mature Aceramic (MA), we see some of those same institutions (public buildings and spaces) evolving to (of necessity) more strongly promote group identity at the community level in the still-larger communities that characterize the MA. Beginning in the MA III and continuing through the early part of the Pottery Neolithic, we see the gradual disintegration of the Aceramic Neolithic lifeway and its replacement by one that is quite different, wherein kinship appears to play a larger, more formal role. These social changes are intertwined with important economic changes (the development of the full southwestern Asia domesticate complex) and technological changes (the widespread adoption of ceramic technology), but the specifics of how they are related remains an open question.
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Melidoro, Domenico. Dealing with Diversity. Edited by Aakash Singh Rathore. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190121136.001.0001.
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The diversity of cultures, religions, and moral values and the ways in which liberalism deals with this plurality is the topic at the centre of this book. The author illustrates, in a critical and original way, the recent international debate on liberalism and diversity. In doing that, he discusses some controversial issues such as multiculturalism and minority rights, immigration, religious pluralism, children education, and the place of religion in society as well. After an analysis of some recent liberal theories, the book works out a solution to the problem of ensuring a peaceful and stable coexistence of different groups within the same institutional setting. It is a solution that is liberal in its general orientation, since it has a liberal allegiance to equality and individual rights. However, the proposed solution tries to recognize the due space to community loyalties, religious belongings, and cultural traditions. In addition to this, the author proposes a new theory of political obligation, namely of how a plural society can persist, notwithstanding deep cultural and religious pluralism. In this book, the analytical rigour typical of the philosophical tradition, is not separated from attention to social reality and its problems. In fact, particularly interesting is the way in which the book tests its theoretical achievements with the issue of religious pluralism in India. The outcome is that peaceful coexistence and respect for religious freedoms is possible even in a fragmented society such as India.
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Lewis, Robert. Chicago's Industrial Decline. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501752629.001.0001.
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This book charts the city's decline since the 1920s and describes the early development of Chicago's famed (and reviled) growth machine. Beginning in the 1940s and led by local politicians, downtown business interest, financial institutions, and real estate groups, place-dependent organizations in Chicago implemented several industrial renewal initiatives with the dual purpose of stopping factory closings and attracting new firms in order to turn blighted property into modern industrial sites. At the same time, a more powerful coalition sought to adapt the urban fabric to appeal to middle-class consumption and residential living. As the book shows, the two aims were never well integrated, and the result was on-going disinvestment and the inexorable decline of Chicago's industrial space. By the 1950s, the book argues, it was evident that the early incarnation of the growth machine had failed to maintain Chicago's economic center in industry. Although larger economic and social forces — specifically, competition for business and for residential development from the suburbs in the Chicagoland region and across the whole United States — played a role in the city's industrial decline, the book stresses the deep incoherence of post-World War II economic policy and urban planning that hoped to square the circle by supporting both heavy industry and middle- to upper-class amenities in downtown Chicago.
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Beg, Mirza Sangin. This Is an Abridged Account of Delhi Which Is an Old City and One of the Chosen Ones amongst the Cities. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199477739.003.0002.
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The second part of the translation has three segments. The first is dedicated to the history of Delhi from the time of the Mahabharat to the periods of Anangpal Tomar to the Mughal Emperor Humayun as also Sher Shah, the Afghan ruler. In the second and third segments Mirza Sangin Beg adroitly navigates between twin centres of power in the city. He writes about Qila Mubarak, or the Red Fort, and gives an account of the several buildings inside it and the cost of construction of the same. He ambles into the precincts and mentions the buildings constructed by Shahjahan and other rulers, associating them with some specific inmates of the fort and the functions performed within them. When the author takes a walk in the city of Shahjahanabad, he writes of numerous residents, habitations of rich, poor, and ordinary people, their mansions and localities, general and specialized bazars, the in different skills practised areas, places of worship and revelry, processions exemplifying popular culture and local traditions, and institutions that had a resonance in other cultures. The Berlin manuscript gives generous details of the officials of the English East India Company, both native and foreign, their professions, and work spaces. Mirza Sangin Beg addresses the issue of qaum most unselfconsciously and amorphously.
Book chapters on the topic "Institutional safe space"
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Goergen, Thomas, Anja Gerlach, Sabine Nowak, Anna Reinelt-Ferber, Stefan Jadzewski, and Anabel Taefi. "Danger in Safe Spaces? Resident-to-Resident Aggression in Institutional Care." In International Perspectives on Aging, 181–92. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-25093-5_13.
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Björk, Anna. "Facts, Narratives and Migration: Tackling Disinformation at the European and UN Level of Governance." In Europe in the Age of Post-Truth Politics, 177–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13694-8_9.
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AbstractThis chapter analyses migration as a political question for the EU and in global governance. It outlines the interplay and tension between sovereign and decentralised power and the role of facts and narratives in this interplay. The aim is to discuss the possible political shift that is ongoing both as a United Nations led and a European driven effort. This means the initiatives to tackle migration as a political issue through recognition of framing, facts, accurate information, data and communications tools as key features in the debates. It is also a shift to acknowledging, directly and indirectly, that states, as the main subjects of international law and the ones with the responsibility to respect, protect and fulfil human rights and can be held more accountable for their actions in tackling e.g. disinformation and radical right discourses against human rights. The chapter illustrates this through selected cases, such as recent initiatives of the EU Fundamental Rights Agency and the UN Global Compact for Safe and Orderly Migration. The motivation behind the analysis is the way the emergence of the hybrid media space means that it is no longer possible to ignore the contemporary channels of information as crucial sites of power struggle in the politics of migration. This development is, the chapter argues, now an important feature in Europe Union institutional politics and global migration governance.
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Escalante Semerena, Roberto. "The Promise of Education: The Future." In The Promise of Higher Education, 321–23. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_48.
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AbstractUniversities and higher education institutions (HEIs) have always been key actors in society. Their capacity for knowledge production, their constant enquiry into new possibilities of approaching reality and its problems, and their critical thinking have always been highly valued by society. Universities have always accompanied society in its development and will continue doing so. They are a public good and a social right. Society requires a safe space where the freedom to think and freedom of speech exist to reflect on and serve society’s needs. This is why society has granted universities the autonomy to organize and govern themselves, with the sole condition being that universities commit to giving back to society the results of the knowledge they generate.
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Newman, Saul. "Post-Truth, Postmodernism and the Public Sphere." In Europe in the Age of Post-Truth Politics, 13–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13694-8_2.
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AbstractThis chapter explores the epistemic and political challenge of post-truth discourse to the idea of the liberal democratic public sphere—a challenge that has been intensified in the time of right-wing populism and COVID-19. However, I also take this as an opportunity to rethink the notion of the public sphere, pointing to the way that emancipatory social movements disrupt the institutions of the liberal democratic state through their claims for social and environmental justice. In this context, I examine the controversy around the relationship between post-truth and ‘postmodernism’, arguing that, so far from being hostile to truth, poststructuralist theory may serve as an antidote to post-truth. Here I focus on Foucault’s idea of parrhesia as an agonistic way of speaking truth to power that at the same reinvigorates the democratic space.
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Ford, Biranda. "From a Different Place to a Third Space: Rethinking International Student Pedagogy in the Western Conservatoire." In The Politics of Diversity in Music Education, 177–89. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_13.
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AbstractConservatoires in the West are now made up of a significant body of international students who come to study the Western canon of classical music. With the canon arising in the same milieu as Enlightenment notions of shared humanity, historically, many have argued that this music has a wide, cross-cultural appeal. Though such tropes of classical music still exist, they also have the potential today to act as awkward anachronisms, markers of elitism, whiteness and cultural hegemony. This chapter starts from the perspective that the considerable economic contribution of international students to host institutions risks reproducing colonial relations if their pedagogical experiences are not thought through carefully. Looking to postcolonial theory to make sense of the dynamics at play, key concepts from Homi Bhabha are used as a lens to view the conservatoire. It is argued that international students are marginalized through stereotyping and positioned ‘in need’ of a Western education, even with attempts to bring their cultural experience of learning into account. I advocate that the conservatoire must move beyond its attempts to contain the effects of cultural diversity and instead harness the potential for self-renewal that comes from embracing cultural difference in a third space.
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Donati, Kelly. "Going Against the Grain in the West Australian Wheatbelt." In Beyond Global Food Supply Chains, 55–67. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3155-0_5.
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AbstractThe vast wheatbelt of Western Australia marks a disruptive force on an ancient landscape, an upheaval wrought by the dispossessive ecologies of sheep and wheat (Mayes, Unsettling Food Politics: Agriculture, Dispossession and Sovereignty. London: Rowman & Littlefield, 2018). This chapter asks what transformational possibilities might emerge in this context through a case study of a broad-acre regenerative-farming couple, Di and Ian Haggerty, and their experiments with new ways of knowing, living and farming in the wheatbelt. The Haggertys seek to reconfigure ecological relations within regimes of large-scale production. On the one hand, these regimes of production look much like their neighbours’, as they use the same logistical chains, infrastructure and financial systems as other wheatbelt producers. On the other, their farming practice—informed by a probiotic and more-than-human epistemology the Haggertys call “natural intelligence”—suggests a potential disruption to extractivist commodity agriculture in the wheatbelt and the hegemony of its technoscientific institutions. While regenerative farming at scale could be dismissed as a greener form of settler-colonial agriculture, this case study suggests, or at least creates space for, a cautious optimism that more diverse ways of knowing and doing food might be constructed from within the cracks of global supply chains and that new alliances might emerge from the ground up.
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García-Álvarez, David, Javier Lara Hinojosa, Francisco José Jurado Pérez, and Jaime Quintero Villaraso. "General Land Use Cover Datasets for Europe." In Land Use Cover Datasets and Validation Tools, 313–45. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90998-7_16.
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AbstractThe land uses and covers of Europe are the most systematically mapped in the world today, and their associated datasets offer the greatest spatial and thematic detail. Thanks to the work done within the Copernicus Land Monitoring programme run by the European Environmental Agency (EEA) and the Joint Research Centre (JRC) of the European Commission, there are many general LUC datasets covering most of the European continent. These general datasets map all land uses and covers on the ground, without focusing on any specific type. However, whereas some cover the whole of Europe, others only map specific local areas of interest, such as urban or coastal areas, riparian zones or spaces protected under the Nature 2000 network. CORINE Land Cover (CLC) is the flagship European LUC mapping programme and a reference worldwide. It has provided consistent LUC information at a detailed scale (1:100,000) every 6 years since 1990. This is the result of a high degree of coordination between many different organizations and institutions across Europe. The Copernicus programme also includes other European datasets such as Urban Atlas, N2K, Riparian Zones and Coastal Zones, which provide very detailed LUC information at higher levels of spatial detail (scale 1:10,000) for specific geographical area types: Functional Urban Areas, the Natura 2000 network, riparian zones from Strahler level 2–8 rivers and areas 10 km away from the coastline. However, these projects do not cover the same long timeframe as CLC. In addition, their long-term future is far from clear in that updates are only planned for Urban Atlas and Coastal Zones. PELCOM, GlobCorine and the Annual Land Cover Product are the European projects that most resemble the LUC maps available at global and supra-national scales for other parts of the world. They were obtained through classification of satellite imagery. PELCOM and GlobCorine are only available for a few dates and at quite coarse spatial resolutions: 1 km and 300 m respectively. The Annual Land Cover Product consists of a series of LUC maps for the period 2000–2019 at a highly detailed spatial resolution (30 m). It offers information for a large number of different points in time. However, it makes a separate classification of land uses each year, which means that change analysis with this dataset is more uncertain than with CLC or other Copernicus Land Monitoring products. HILDA and S2GLC 2017 are LUC datasets produced within the framework of different research projects, which can be considered reference products in their respective fields. HILDA provides one of the largest time series of LUC maps currently available, spanning the period from 1900 to 2010. S2GLC 2017 is one of the most spatially detailed LUC mapping experiences at a supra-national scale, with a spatial resolution of 10 m.
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J.D. Schillebeeckx, Simon. "Conflicting institutional logics as a safe space for collaboration: action research in a reforestation NGO." In Handbook on the Business of Sustainability, 344–60. Edward Elgar Publishing, 2022. http://dx.doi.org/10.4337/9781839105340.00028.
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Tuttle, Tara M. "Laborare est Orare." In Gender and Diversity Issues in Religious-Based Institutions and Organizations, 124–36. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8772-1.ch005.
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Despite regional, religious, and political conservatism and fears of donor alienation and diocesan disapproval, a small group of faculty, staff, and avowed sisters at the private Catholic institution described in this article successfully achieved approval for the development of a gay-straight alliance. Using documents from official Church doctrine, researching benchmarks from Catholic institutions across the region, and demonstrating unmet student needs of the mostly closeted LGBTQ student population, the committee successfully obtained approval to host a discussion series examining the intersections and confrontations of LGBTQ lived experiences with spiritual practices and religious teaching. This chapter not only tells that story but provides a tactical model for others seeking to overcome barriers of institutional religious-based heterosexism to carve out a safe space for LGBTQ students while respecting the religious views students and employees of private, religious institutions have agreed to uphold.
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Papson, Alexander, and Mark Dehmlow. "Mutually Beneficial Mentoring for Mental Wellness and Personal Growth." In Leadership Wellness and Mental Health Concerns in Higher Education, 291–307. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7693-9.ch015.
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The Hesburgh Libraries at the University of Notre Dame have implemented a mentorship program that provides a structure for recently hired librarians to learn about the organization, to provide advice that considers the institutional context, and to elucidate the roles and responsibilities of library faculty. In the fall of 2012, the Hesburgh Libraries hired a Metadata and Digital Collections Librarian. The Organizational Development Librarian paired him with a senior manager overseeing IT in the libraries. Throughout this chapter the authors will discuss how their work together has matured their perspectives, how their professional relationship has evolved over time and helped them both to practice new skills and learn new approaches together, how the meetings provide a safe space to talk through challenges openly, and offer some tips on how to start a mentoring relationship on one's own.
Conference papers on the topic "Institutional safe space"
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Foxx, Kiana. "Safe in Every Space: How Institutional Agents Become Safe Spaces for Black Students." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685898.
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Taylor, Ellen, and Sue Hignett. "Patient Safety, Human Factors & Ergonomics, and Design: The Environment as a Larger-Scale Strategy to Reduce Falls." In Applied Human Factors and Ergonomics Conference. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe100535.
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Falls are a key consideration for patient safety and play a prominent role under US legislation for affordable care. The built environment can either enhance safe practices and policy or act as an impediment for safe patient care. Falls are associated increased length of stay in hospitals and higher healthcare costs due to additional care, discharges to institutional care and litigation claims. With an increased focus on reimbursement related to patient safety as part of healthcare reform in the USA, organizations are becoming more aware of their own shortcomings and grappling with solutions to improve performance – typically people and processes. Yet the influence of the built environment, the space in which care is provided, can act as a barrier or enhancement to achieving the desired results – physically, cognitively, and organizationally. This paper presents the results from a mixed methods literature review on healthcare facility environmental design and falls. It is part of on-going research for the development of a Safety Risk Assessment (SRA) tool to promote discussion for proactive decision-making during the design of healthcare facility projects.
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Strugova, Galina Nikolaevna, and Natalia Rudolfovna Sungurova. "Landscaping of the territory of preschool educational institutions as an important factor in the development and upbringing of children." In III All-Russian Scientific Conference with International Participation "Science, technology, society: Environmental engineering for sustainable development of territories". Krasnoyarsk Science and Technology City Hall, 2022. http://dx.doi.org/10.47813/nto.3.2022.6.710-716.
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Landscaping and landscaping of preschool educational institutions (pre-school) performs various functions: recreational, aesthetic, protective, cognitive, developmental, wellness, camouflage. The territory adjacent to the kindergarten should be safe for children, have a good rest and proper development. And first of all, green spaces will contribute to this: trees, shrubs, flower crops and herbaceous vegetation. Landscaping of the territory of preschool educational institutions is an important and responsible task assigned to landscape architects, since it is necessary to strictly comply with all regulatory requirements for specialized objects of landscape architecture. Plants containing poisonous and toxic substances in their organs, small edible stone fruits, thorns and thorns, species that can cause allergic reactions should not be used. The space in which a child develops largely determines the future worldview, lays the foundations of a careful attitude to nature, forms aesthetic taste.
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Ibrahim, Thomas, and Claudio Vekstein. "Appropriate, Adapt, Inhabit: The Recreation of Public Space in the Republic of Georgia." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.32.
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The collapse of the Soviet Union marked the beginning of the difficult deconstruction of the regime and ideology which controlled the East for the majority of the 20th Century. In the Republic of Georgia, Soviet collapse catalyzed a series of ethnically prompted conflicts and civil war which prevented the unification of the country under a national agenda, thus creating fertile ground for corruption, privatization and sale of public space. The earliest example of the corrupt transfer of property was the sale of the former Palace of Rituals, in Tbilisi, to Georgian oligarch Badri Patarkatsishvili, which is still primarily used as a private residence by his family. After the Rose Revolution in 2003, Georgia faced rapid institutional reforms under President Mikheil Saakashvili, who legitimized his regime by unifying regions that continuously identified as Georgian (excluding territories Abkhazia and S. Ossetia), collecting revenues via taxation, and attracting the foreign investment that Georgia desperately neede
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Morreira, Shannon. "Pandemic Pedagogy: Assessing the Online Implementation of a Decolonial Curriculum." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12861.
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The student protests in South Africa (2015–2017) triggered shifts in pedagogical practices, such that by 2020 many South African higher education institutions had begun to make some concrete moves towards more socially just pedagogies within teaching and learning (Quinn, 2019; Jansen, 2019). In March 2020, however, South Africa went into lockdown as a result of Covid-19, and all higher education teaching became remote and non-synchronous. This paper reports on the effects of the move to remote teaching on the implementation of a new decolonial ‘emplaced’ pedagogy at one South African university. The idea of emplacement draws on the careful incorporation of social space as a teaching tool within the social sciences, such that students can situate themselves as reflexive, embodied persons within concrete spaces and communities which carry particular social, economic and political histories. This paper draws on data from course evaluations and student assignments, as well as a description of course design, to argue that many of the benefits of careful emplacement in historical and contemporary context can happen even where students are never in the same physical spaces as one another or their lecturers. This relies, however, on students’ having access to both the necessary technology and to an environment conducive to learning.
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Domingo Calabuig, Débora, and Laura Lizondo Sevilla. "UNI-HERITAGE. European Postwar Universities Heritage: A Network for Open Regeneration." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10255.
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This research project aims at the regeneration of European universities created in the 60s and 70s through a systematic, circular, open and integrated process of their cultural heritage. At present, these campuses represent both a tangible and intangible heritage (architecture, urban planning, landscape… but also pedagogy, specialization areas, educational policies) whose adaptation to contemporaneity involves issues related to environmental sustainability, to the institution organizational capacities, and to its social implication. Specifically, this proposal aims at lines of action that would offer strategies such as the renewal of infrastructures and services and the adaptive reuse of the built heritage (space recycling, sustainability), the updating of the physical teaching spaces to the new teaching methodologies (European Higher Education Area), and the campus social consideration as a comfortable, conflict-safe and cultural-integrated area. Beyond the simple conservation, restoration and physical rehabilitation of a set of buildings and a university fabric, this project has the added value of an integrated or interdisciplinary action model that seeks four aspects of innovation: the organizational, the formative, the technological and social. This research proposes to ensure a longer life cycle for the heritage through its participation as a resource in the dynamics of regeneration of the universities.
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Uribe, Natalia, and Diana Carolina Gutierrez. "Clothing consumption practice and its impact on the transformation of “public space”. Vía primavera, El Poblado, Medellín." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6081.
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Clothing consumption practice and its impact on the transformation of “public space”. Vía primavera, El Poblado, Medellín. Diana Carolina Gutiérrez A, Natalia Uribe Lemarie1. 1Arquitecture and Design School. Universidad Pontificia Bolivariana. Circular 1 No. 70-01 Bloque 10, Medellín-Colombia E-mail: dianaguti456@gmail.com, natalia.uribelemarie@upb.edu.co Telephone: +573113313512, +573002348456 Keywords (3-5): Space organization, Fashion consumption, exclusion and inclusion processes. Conference topics and scale: Urban form and social use of space Via Primavera is a fashion district in El Poblado neighborhood that has become a public referent of city life in Medellin – Colombia; a space that is shown as inclusive and accessible to all types of collectives. This paper is part of a research which purpose is to understand the connection between the public space with its moral and physical organization and the exclusion processes that the clothing conspicuous consumption generates in Via Primavera. The analysis of this connection is subjected to a mutual play between prior structure and agency and the crystallization, or not, of its existence through an interrelation. In the same way, a concern about the city models resumed in the national and local development plans, and its relevance as the ones that set the social and economic ideal of public spaces arises. And ideal that contradicts with practice, where exclusion processes through consumption practices bring a tension in what is supposed to be public; breaking with its inclusive and collective character. References Archer, M. (1988). Cultura y teoría social. (H. Pons, Trad.) Buenos Aires: Ediciones Nueva Visión. Delgado, M. (2011). El espacio público como ideología. Madrid: La Catarata Park, R. E. (1925). The City. Suggestions for Investigation of Human Behavior in the Urban Environment. En R. E. Park, E. W. Burgess, & R. D. McKenzie, The City (pág. 239). Chicago: The University of Chicago Press. Veblen, T. (1899 [2012]). The Theory of the Leisure Class. An Economic Study of American Institutions and a Social Critique of Conspicuous Consumption. Massachusetts: Courier Corporation.
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Wilderom, Mariana Martínez. "Espaço educacional contemporâneo reflexões sobre os rumos da arquitetura escolar na cidade de São Paulo (1935-2013)." In Seminario Internacional de Investigación en Urbanismo. Barcelona: Facultad de Arquitectura. Universidad de la República, 2015. http://dx.doi.org/10.5821/siiu.6235.
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O artigo analisa a história do espaço educacional na cidade de São Paulo a partir do Centro Educacional Unificado, um complexo de equipamentos educacionais, culturais e recreativos, implantados pela prefeitura de São Paulo (2002-2004), nos bairros periféricos carentes de equipamentos sociais, espaços públicos e infraestrutura urbana. O CEU foi aclamado por seus idealizadores e pela mídia especializada, como um indutor de urbanidade, pois cria um espaço público diferenciado, que remete à cidade formal, atendendo o público escolar e a comunidade local. Esta análise histórica se desenvolve a partir de três eixos temáticos que consideram a escola como política pública, tipologia arquitetônica e intervenção urbana. É a partir dessa estrutura analítica que se buscou compreender como o equipamento educacional chegou a esse modelo que, ao condominializar uma série de equipamentos tradicionalmente distribuídos pela cidade, equaliza a oferta de serviços a populações carentes, mas tensiona as relações entre a escola e cidade. This article develops an analysis on the history of educational spaces in São Paulo, based on contemporary issues involving the Centro Educacional Unificado (CEU, Unified Educational Center) a complex of educational, cultural and recreational institutions, deployed by the city of São Paulo(2002-2004), in the low-income areas that showed a lack of social facilities, public spaces and urban infrastructure. CEUs were hailed by their developers and specialized media as urbanity inductors because they create a distinctive public space, which referred to the formal city, serving both the public and the local school community.This historical analysis is read from three points of view: the school is at the same time a public policy, an architectural typology and an urban intervention.Studying that analytical framework, this work sought the understanding on how the regular public schools ended up becoming this multi-proposal facility which groups a series of institutions that were traditionally distributed through the city, equalizing the provision of services to underserved populations,however stresses the relation between the school and the city.
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Bortoluzo Mamone, Felipe, and Letícia Brasil Freitas. "A Brief Survey on the Characteristics of Recent Virtual Exhibitions." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.127.
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The Covid-19 pandemic and the social restriction measures that ensued have had a decisive impact on museum activities over the past two years. Research by the International Council of Museums (ICOM) indicates that about 95% of worldwide museums were closed between April and May 2020, a figure that falls to 27% in the same period in 2021. Given this scenario, there has been a notable increase in digital communications and activities of these institutions, either by making collections and exhibitions available online, managing social media, holding live events and teaching programs or by producing newsletters and podcasts. While such surveys are essential, it is also necessary to complement them with qualitative research into the ways in which these activities are being carried out. This paper will examine how a specific kind of digital activity is being developed by the museum sector, namely, the virtual exhibitions. Characterized mainly by the three-dimensionality and the immersion of the interactor, these virtual exhibition spaces carry with them both the complexity that constitutes the idea of a virtual museum and the structural deficiencies that affect cultural institutions and, in particular, their sectors of Information and Communication Technology (ICTs). Thus, two criteria were chosen to characterize these exhibits, namely, the technologies commonly used in their conception and the relationship they establish or do not establish with a tangible space. To this end, recent cases of spaces built through the use of 360º photography and 3D modeling have been selected and analyzed as to highlight the distinctive features of these technologies and how they instantiate different relationships between elements of the digital and the tangible. This analysis bring into consideration specific elements of these exhibitions, such as their interfaces and the modes of displacement and visualization they allow, the quality of the reproduction of the artworks and the possibility of accessing complementary information and media about them, the multiplicity of the points of view, their compatibility with certain devices, among others. Finally, we will reflect on the way in which these virtual exhibitions replicate, augment or dismiss physical spaces for their conception. Instead of the usual opposition between virtual and actual, such spaces express the possibility of complementation between elements restricted to the tangible or the digital - complementation, needless to say, that does not always take place. Thus, virtual exhibitions are important vectors to reflect on the advantages and difficulties that digital technologies pose for the museum sector.
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Erdmann, Tony, and Mara Krachten. "Lessons-learned from teaching satellite operations in a novel hands-on student project utilizing in-orbit spacecraft during the COVID-19 pandemic." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.062.
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The Chair of Space Technology at TU Berlin continuously develops new satellite technology and software that is verified and used in various missions in orbit. 27 satellites were launched as of 2022. Many of these satellites by far outreach their design lifetime and work until today. At the same time, an increasing number of satellites not only in the academic domain is demanding for qualified operators. Hence, some of the satellites at TU Berlin are not fully operated anymore. To enable an efficient and sustainable use of those satellites, a novel hands-on student-driven project was implemented in order to utilize these aged but functional satellites to train a new generation of satellite operators. In this lecture course, students with various backgrounds are introduced to the basics of satellite operations by student tutors. Using a laboratory model of a CubeSat as a hardware-in-the-loop operations simulation, participants can collect first experiences in the university’s own Mission Control Center (MCC). Besides theoretical and practical foundations of satellite operations they gain skills in managing and coordinating satellite missions. After finishing the basic course in a theoretical and practical operations test, students qualify to participate in the advanced project giving them the opportunity to work with and operate the available satellites in orbit under supervision. Each semester, several interdisciplinary teams conduct experiments such as Earth Observation scenarios or work on related tasks like the improvement of the operations software or Human Factors of satellite operations. The pandemic has posed new challenges to this innovative educational concept, but was also a motivation to find alternative ways to teach satellite operations. The setup of simulated operations in the MCC was transformed into a combined setup of remote access and video conference. In this way, students are enabled to practice satellite operations from home. Theoretical lectures are prepared as screencasts. Further, the advanced project work was transferred to a remote manner. Students planned satellite scenarios from home, which subsequently were conducted by the student tutors, who provided the acquired telemetry data to the participants for analysis. Among the results of the project are several images with the focus on environmental monitoring of Earth, a software update for a satellite and the continuous analysis and documentation of degradation of components that have been in orbit for many years. These achievements do not only provide exciting hands-on classes and new skills to the students but often even contribute to the institution’s research
Reports on the topic "Institutional safe space"
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Pavlyuk, Ihor. MEDIACULTURE AS A NECESSARY FACTOR OF THE CONSERVATION, DEVELOPMENT AND TRANSFORMATION OF ETHNIC AND NATIONAL IDENTITY. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11071.
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The article deals with the mental-existential relationship between ethnoculture, national identity and media culture as a necessary factor for their preservation, transformation, on the example of national original algorithms, matrix models, taking into account global tendencies and Ukrainian archetypal-specific features in Ukraine. the media actively serve the domestic oligarchs in their information-virtual and real wars among themselves and the same expansive alien humanitarian acts by curtailing ethno-cultural programs-projects on national radio, on television, in the press, or offering the recipient instead of a pop pointer, without even communicating to the audience the information stipulated in the media laws − information support-protection-development of ethno-culture national product in the domestic and foreign/diaspora mass media, the support of ethnoculture by NGOs and the state institutions themselves. In the context of the study of the cultural national socio-humanitarian space, the article diagnoses and predicts the model of creating and preserving in it the dynamic equilibrium of the ethno-cultural space, in which the nation must remember the struggle for access to information and its primary sources both as an individual and the state as a whole, culture the transfer of information, which in the process of globalization is becoming a paramount commodity, an egregore, and in the post-traumatic, interrupted-compensatory cultural-information space close rehabilitation mechanisms for national identity to become a real factor in strengthening the state − and vice versa in the context of adequate laws («Law about press and other mass media», Law «About printed media (press) in Ukraine», Law «About Information», «Law about Languages», etc.) and their actual effect in creating motivational mechanisms for preserving/protecting the Ukrainian language, as one of the main identifiers of national identity, information support for its expansion as labels cultural and geostrategic areas.